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English Education Study Program– STKIP PGRI West Sumatera [2017]
TEACHER’S REINFORCEMENT IN TEACHING ENGLISH (A Study at SMPN 1 Lembah Gumanti Alahan Panjang) Defriani1)Belinda Analido, M.Pd2)Edward Kemal, S.S M.Hum3)
1 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun– Padang, [email protected] (1st Author)
2 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun – Padang, [email protected], (Co- Author)
3English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun– Padang, [email protected] , (Co- Author)
ABSTRACT
The purpose of this research was to described about teachers’ reinforcement types that used by the teachers in the learning proces at SMP N 1Lembah Gumanti Alahan Panjang on VII grade. The design of this research was qualitative. Participants of this research were two teachers that taught on VII grade at SMP N 1 Lembah Gumanti Alahan Panjang. In this research the researcher used total sampling technique. It means that took a sample with all of teachers that taught in VII grade at SMP N 1 Lembah Gumanti Alahan Panjang. Data collection in this research researcher used observation checklist, field note and video recorder toward all of participants.The result of this research is English teachers on VII grade at SMP N 1 Lembah Gumanti Alahan Panjang just used several types from all of teachers’ reinforcement types in the learning process.
Penelitian ini bertujuan untuk mendeskripsikan tentang Tipe reinforcement guru yang digunakan guru di dalam proses belajar mengajar pada SMPN 1 Lembah Gumanti Alahan Panjang. Dalam mengajar Bahasa Inggris kelas VII. Jenis penelitian ini adalah penelitian kualitatif. Partisipan untuk penelitian ini adalah guru Bahasa Inggris pada kelas VII di SMPN 1 Lembah Gumanti Alahan Panjang yang mengajar Bahasa Inggris sebanyak 2 orang. Dalam penelitian ini, peneliti menggunakan teknik total sampling, yakni pengambilan sampel dengan penentuan sampel bila semua anggota populasi digunakan sebagai sampel. Dalam mengumpulkan data, peneliti menggunakan observasi lapangan, catatan, dan rekaman video terhadap partisipan yang telah ditetapkan. Temuan dari penelitian ini adalah guru bahasa Inggris di kelas VII pada SMPN 1 Lembah Gumanti Alahan Panjang Program studi Bahasa Inggris hanya memiliki beberapa tipe dari teacher reinforcement di dalam proses belajar mengajar.
Kata kunci: Teacher Reinforcement, Mengajar Bahasa Inggris
INTRODUCTION
English is one of subject that should be mastered by the English students.
because English is very important thing productive skill. Everyone need English language to make a good communication with other people and also transfer the message between speaker and listener. Some activities can be applied by the teachers in teaching speaking to make active teaching learning process and make a good
interaction between the teacher and students.
as a teacher is interacting with learners by asking questions and getting answers after that teacher give a feedback to the students by using reinforcement. The teaching learning process will be good if the teacher can make enjoyable situation in classroom, because the effectiveness of teaching depends on how the teacher manage the students in the class. The teacher must
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motivate the students and use reinforcement in teaching learning process, reinforcement is very important in teaching learning process because it can facilitate enjoyable class situation, reinforcement can improve student’s attention and motivation to learn.
The teacher as a reinforced in classroom can increase students behavior.
According to Moore (2001:181) reinforcement or rewarding of desired students behavior is a long recognized and essential skill for classroom teachers. Once learned and refined it will make the students much more effective in the classroom.
Reinforcement is so important in the clasroom. The teaching skill can be showed in the class by using reinforcement. The teacher can use positive reinforcement and negative reinforcement in the teaching learning process. And also the teacher can use verbal reinforcement and non verbal reinforcement in teaching learning process.
Based on the researcher’s pre observation in class VII SMPN 1 Lembah Gumanti Alahan panjang, the researcher saw that the teacher who teach in there using a few expression during teaching, for example is the teacher give comments like a word such as “good”, “excellent” ,“that’s right”
if the students can answer teacher’s questions correctly, and when students presented their spoken in front of class, the teacher gives a feedback by uses “smile”,
“eye contact” and ask the other students to
“clap” their hand to the students.
Actually, if the teacher gives reinforcement such as “Good”, “Excellent”,
“That’s right”, it can we call with verbal Reinforcement. Then if the teacher uses gesture like “smile”, “eye contact” or
“clapping” it can we call with non Verbal Reinforcement. Based on phenomena above the researcher interested to do research at SMPN 1 Lembah Gumanti (Alahan Panjang) about teacher’s reinforcement in teaching English.
A. Teaching English
1. The Definition Teaching English Teaching English is focused to do something for students. Teaching English is formal action to bring about a greater opportunity for the students becoming
educated. Therefore, teaching means that the teacher gives or transfers knowledge for the students. A purpose of teaching is to help the students to learn. Each student learns, a teacher may inspire students to want to learn and may guide them in experiences from which he may learn some fact, attitude or skill. the students are expected to be able to use English in four basic skills, they are:
listening, speaking, reading, and writing.
Teaching English is an important language which has been received by countries all over the world. The function of it is as a means of communication.
According to Gebhard (2000:54), teaching English are changing it safe to say that many student’s language learning experiences are relatively traditional in nature. Its mean that teachers teach English starting from introducing language from the beginning, because during this time students only learn from nature and culture in their respective areas and just with their experience.
Morever Ediger (2003:1), teaching English is a challenge for many teachers everywhere in the world. Its mean that teaching English a particular challenge for teachers for teaching the different language from the language used by students every day. This is not an easy for the teacher to be really patient in teaching, because during this time the students wear the mother tongue in daily life.
B. Reinforcement
1. The Definition of Reinforcement Reinforcement is a thing to increase the students motivation in the class to more creative and it can bring students into enjoyable situation. According to Moore (2001:181), states that reinforcement or rewarding of desired students behavior, is a long recognized and essential skill for clasroom teachers. it means that reinforcement is a strategy that is given by the teacher to the students who have a good behavior in the classroom during teaching learning process.
According to National Professional Development Center on Autism Spectrum Disorders (2010:1), states that reinforcement is an evidence-based practice used to increase appropriate behavior and teach new skills. It means that reinforcement can make students active in the teaching learning process with the teacher response to the students, teacher can give positive
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reinforcement to the students, so students can increase their motivation in study English.
2. The Principle of Reinforcement.
According to Marshall (1999:37)) there are three general principles of reinforcement, they are as follows:
a. Behavior that is positively reinforced tends to be repetead.nThis Reinforcement to all types of behavior and attitude. positive reinforcement is a
“reward”, it endorses the behavior, strengthens it, and in time, the behavior becomes habit.
b. If behavior is not positively reinforced, it will tend to be extinguished:
when no positive outcomes are perceived a behavior is unlikely to be repetead.
c. Behavior that is negatively reinforced tends to be extinguished more quickly: when punishments or negative consequences are associated with a certain behavior, it disappears quickly
3. Types of Reinforcement.
Several types of reinforcement are typically used in the average classroom According to Cooper in Moore (2001:184), the most effective type in any given situation depends or such variables as the grade level, individual students, learning activity, and teacher is:
a. Verbal Reinforcement
Verbal reinforcement is a thing to increase students motivation in classroom by using word. it occur when the teacher follows a students action or response with some type of positive coment, the most common verbal reinforces are one-word comments or phares such as “good”,
“Excellent”. “correct”, or “That’s right”.
One should take care not to overuse these brie reinforcers or their lose their effectiveness,likewise, If all students coments are followed by verbal reinforcement.
b. Non verbal Reinforcement
Non verbal reinforcement is a thing to increase students motivation by using gesture, it refers to the use of some physical action to send a message for some students action or response, the physival action can be in the form of “eye contact”, “a smile”,
“movement toward the student”, “a relaxed body”, or some “positive gesture”.
c. Vicarious Reinforcement
Vicarious reinforcement is a thing that observe others being reinforced for certain actions or behavior, For example is if student A is praised for a certain action and student B desires the same teacher praise, student B will be model the reinforced action. Such as techer statements as, “ I like the way marry raises her hand before talking”, “mike’s science report was exellent”, and cindi always gets right to work on her assigment” are examples of effective use of vicarious reinforcement.
d. Delayed Reinforcement
Delayed reinforcement is a thing that happened when a time delay between desired response of an organism and the delivery reward. It is also possible and sometimes desirable to reinforce students for some earlier action, for example, a class question can be directed to a student who has shown prior knowledge in the subject area, This reinforcement of earlier action is referred toas delayed reinforcement.
e. Qualified Reinforcement
Qualified reinforcement is a thing that happened when lecturer’s reinforcement only the acceptable parts of a students action or the attempt it self, for example, when a students gets a problem wrong at the chalkboard, you could reinforce the fact that the procedure used was correct. Qualified reinforcement is an effective technique that can be used to shy and less able students more in class discussion.
Moreover, Cherry (2016) states two different types of reinforcement in operant conditioning:
1. Positive reinforcement involves adding something to increase a response. Example: when the student can answer the lecturer’s question, the lecturer give a feedback to the students by using words like, “Good answer” or when the students speak in front of the class teacher can give reinforcement like, “your speaking is good” it can make students motivate when they study.
2. Negative reinforcement involves removing somethingn in order to
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increase a response, such as canceling a quiz if students turn in all of their homework for the week.
Example: the students can avoid their bad attitude so the lecturer give a punishment to the students.
For example: “Go out from my class”. Or “see you next time”
RESEARCH METHOD
This research represented is a qualitative research. It is kind of method that involves the collection of data for the purpose of describing existing condition.
Gay, Airasian (2012:7) states that Qualitative research is the collection, analysis, and interpretation of comprehensive narrative and visual data to gain insights in to a particular phenomenon of interest. Qualitative research methods are based on different beliefs and designed for different purposes than quantitative research methods. In this research for answering research question the researcher describes teacherr’s reinforcement in teaching English, participants of this research is All the teachers that teaching English at SMPN 1 Lembah Gumanti Alahan Panjang, and to get the data, the researcher used observation checklist, field note and video recorder as instruments.
the data of this research took from All of the teachers that taught in English at SMPN 1 Lembah Gumanti Pietney and parker (2009:43) states that total sampling is sampling that includes everyone associated with a small group as participant in a study.
the researcher used total sampling because the researcher want to describe teacher’s reinforcement types in teaching English. the reseracher will take the data from two teachers which teaching English. the resercher show that teachers’ utterances and the teacher reinforcement will be the main data for this research.
In collecting data, the researcher collects it through observation checklist, field note and video recorder, in getting the data about teacher’s reinforcement in teaching English at SMPN 1 Lembah Gumanti Alahan Panjang.
In analyzed data, the researcher analyzed the data based on the instrumentations given. After that, the researcher analyzed the data. According to Gay and Airisian (2000: 241-249), there are four steps for analyzing qualitative data,
reading/memoing, description, classifying, and interpreting.
RESEARCH FINDINGS
There were some there were several Types of teacher’s reinforcement in teaching English, verbal reinforcement is giving reinforcement by using word, Nonverbal reinforcement is used reinforcement by used some physical action, Vicarious reinforcement is observe other being reinforced, Delayed reinforcement is delay to give reinforcement to the students, Qualified reinforcement is giving reinforcement to the wrong answers.
positive reinforcement is give positive reinforcement verbally and nonverbally. and negative reinforcement is give negative reinforcement verbally and nonverbally.
The researcher found that teacher A for the first observation has five types of reinforcement. There was verbal reinforcement, Non verbal reinforcement, qualified reinforcement, positive reinforcement, and last negative reinforcement, and for the second until last observation researcher found that teacher has four types of reinforcement. There was verbal reinforcement, Non verbal reinforcement, positive reinforcement, and last negative reinforcement when teacher taught English . After that, the researcher found that teacher B for the for the first until the last observation has five types of reinforcement. There was verbal reinforcement, Non verbal reinforcement, qualified reinforcement, positive reinforcement, and last negative reinforcement when teacher teach.
During observation the researcher found that teacher A and teacher B used verbal reinforcement “good” during they taught at teacher A used “good” four times and teacher B used “good” four times. After that teacher A and teacher B used non verbal reinforcement ”eye contact” when they taught, teacher A used “eye contact” six times and teacher B used “eye contact” two times during taught the students. teacher A and teacher B used “smile” and the researcher found that teacher A during taught used “smile” two times and teacher B used ”smile” two times. then both of them
“movement toward the students” during they taught, teacher A “movement toward the students” two times and teacher B one times. Next teachers used some positive gesture. The researcher found that teacher A
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and Teacher B used “positive gesture” two times and teacher B used ”positive gesture”
two times. The next indicator of reinforcement is vicarious reinforcement after that delayed reinforcement during researcher done observation both of teachers not used it during they taught because researcher not found the teacher used it when they taught it can prove by video recorder, field note and observation checklist. Next types of reinforcement is qualified reinforcement, the researcher found that both of the teachers used qualified reinforcement “ I think it’s ok”.
Teacher A used one times during he taught.
And the teacher B used two times during she taught at classroom. After that types of reinforcement is positive reinforcement, during observation the researcher found that teacher A used it three times and teacher B used it two times during they taught at classroom. Last of types of reinforcement is negative reinforcement, the researcher found that teachers during they taught used negative reinforcement ”punishment” to the students, Teacher A used it three times and teacher B used two times.
As the result, by using observation checklist, field note and video recording, the researcher could gather the data that needed optimally. From the result of the observation checklist, it could be seen that the participants have some types of reinforcement in teaching learning process.
There were of types of reinforcement that teacher A and B did not do. The result of the research finding proved that the participants for VII gradat SMP N 1 Lembah Gumanti alahan panjang. Not used all of indicators types of reinforcement, because some types like vicarious reinforcement and delayed reinforcement missed by them. It means that, the participants did not have several items from seven indicators in types of reinforcement used by English teacher in teaching learning process.
ACKNOWLEDGEMENTS
To complete this thesis the researcher has obtained a plentiful guidance, help, suggestions, and constructive critics from many people. In this occasion, the researcher expresses special thanks and appreciation from the deepest heart to his advisors Belinda Analido M,Pd and Edward Kemal S.S M.Hum who have shared their valuable time, knowledge, and guidance with all their patience and wisdom in completing this thesis.
REFERENCES
Cherry, Kendra (2016) positive and Negative Reinforcement in Operant Conditioning https://www.verywell.com/what -is-negative-reinforcement- 2795410.
Ediger. Marlow. 2003. Teaching English Successfully, New York:
Routledge.
Gay. L.R & Airasian. Peter. 2000.
Educational Research, Competence for Analysis and Application, New Jersey: pretince hall.
Gebhard. Jerry.G. 1996. Teaching English as a foreign language or second language: A Teacher self Developments and methodology Guide. Michigan: The University of michigan Press
J. Neitzel. 2010. National Profesional Development center on Autism spectrum disorders.
Marshall, Jhon,.phd. 1999. Principles of self management. The key to personal and professional success. Canada Moore,D.kenneth. 2001. Classroom teaching skill. New York McGraw- Hill Companies.inc
